O transtorno do espectro autista: um olhar sobre a inclusão e práticas pedagógicas em sala de aula comum no ciclo de alfabetização

Abstract

This study deals with the inclusion of children with Autism Spectrum Disorder and the pedagogical practices adopted in the context of the common classroom, in the literacy cycle. In this sense, through this research, it aims to know the reality that concerns the school inclusion of these children with ASD in literacy classes, along with the investigation of the pedagogical practices adopted by teachers, to involve these students in the teaching-learning process. It is a qualitative research, then the data collection came from bibliographic and field research, using observation techniques of a space in the regular classroom of the second-grade class of elementary school early years and an audio recorded interview with the teacher of that class. Regarding the theoretical framework, it was based on discussions of important authors who reflect on the theme of school inclusion of children with disabilities and the relevance of inclusive pedagogical practices in this procedure, such as: Santos(2016), Bosa and Camargo(2009), Abrão and Marfinati (2014), Franco(2016); the Law No. 9.394/96, expressed as the National Educational Bases and Guidelines Law, Law No. 12.764/2012, referring to the National Policy for the Protection of the Rights of Persons with Autism Spectrum Disorder, Law No. 13.146, of July 6, 2015, which concerns to the Brazilian Law on the Inclusion of Persons with Disabilities, among other substantial contributions to the research. Thus, with the analysis of the data, it was understood the importance of considering and knowing the specific learning needs of each student with ASD, in order to guide better the teaching practice from an inclusive perspective, thus recognizing the potential of these children, and strengthening the school as a welcoming space for differences. Therefore, to promote inclusion, it is necessary to stimulate the learning and developmental capacities of these children through teacher mediation. Nevertheless, it was possible to note the great challenges still in force in the reality of school experience faced by this public. These obstacles demand meticulous attention and concerted efforts from the school community to surmount them, ensuring the comprehensive development of these children and securing their rightful access to a good-quality education.